CEP Lesson Plan Form

Teacher: Johnathan Harvell Date: 10/02/17

School: Thompson Valley High School Grade Level: 10-12th Content Area: Pre-AP Chemistry

Title: Beam Me Up: A Scientific Argument for Teleportation Lesson #:_1_ of _1_

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)

Colorado Academic Standard (HS-PS1-5): Energy exists in many forms such as mechanical, chemical, electrical,
radiant, thermal, and nuclear, that can be quantified and experimentally determined

NGSS (HS-PS2-5): Plan and conduct an investigation individually and collaboratively to produce data to serve
as the basis for evidence, and in the design: decide on types, how much, and accuracy of data needed to
produce reliable measurements and consider limitations on the precision of the data (e.g., number of trials,
cost, risk, time), and refine the design accordingly.

CCSS (ELA-Literacy.SL.9-10.1A): Come to discussions prepared, having read and researched material under
study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic
or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

Understandings: (Big Ideas)

Self-Acknowledge to gather and read information on teleportation to create accurate, credible arguments
with peers (Logos, 21st Century: Research, Critical Thinking).

Apply knowledge given in research, seminars, and other associated documents on teleportation to create
scientific credible arguments to present (Ethos, 21st Century: Communication, Perseverance, and Leadership).

Perceive the knowledge base level of the scientific argument audience and use it as a foundation to create
needed researched, based scientific arguments (Pathos, 21st Century: Critical Thinking).

Explain the Particle in a Box Method regarding electron probability and the basics of electron tunneling (21st
Century: Critical Thinking).
Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select applicable questions
from standard)

Is teleportation physically possible?

What scientific evidence can be used to prove teleportation is possible?

What scientific evidence can be used to prove teleportation is not possible?

Is all scientific evidence valid? How do you know?

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CEP Lesson Plan Form

Evidence Outcomes: (Learning Targets)

Every student will be able to: (Create your own lesson objectives from the standard, follow the ABCD format, using
student voice)

I can: utilize information from credible source to create a scientific argument in regards to the possibility of
human teleportation.

This means: I can defend my scientific argument against my peers efficiently based on the information that I
have obtained in reading, discussion, and research.

List of Assessments: (Write the number of the learning target associated with each assessment)

Annotation and reading of Is Human Teleportation Possible? article assigned to them over the weekend
(formative)

Completion of the Is Teleportation Possible Worksheet? (formative)

In-depth discussion of teleportation and presentation of arguments via class sides and total discussion
(summative)

Completion of Exit Ticket (formative)

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STEPP Lesson Plan Form
Name and Purpose of Lesson
Should be a creative title for you and the students to
associate with the activity. Think of the purpose as
the mini-rationale for what you are trying to
accomplish through this lesson.
Approx. Time and Materials
How long do you expect the activity to last and what
materials will you need?
Co-Teaching Strategies
What is your rational for choosing the co-teaching
strategy(ies) selected below:
o One teach, one observe
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Planned Lesson Activities
Beam Me Up: A Scientific Argument for Teleportation
The purpose of this lesson to expose and demonstrate the commonalities of
scientific theory/lab presentations and discussions found in real-world
applications. Students will be given the opportunity to create their own scientific
arguments on teleportation (whether it is possible or not) based on an assign
reading, additional research, and their own common knowledge. Students will
then present their arguments via multiple styles: individual discussion, class
discussion and seminar (demonstrated by myself through powerpoint).
Approximate Time: 90 minutes (at minimum)
Before class period (45 minutes or more):
Read and annotate Is Human Teleportation Possible?
Research anything regarding teleportation to present in class
During class period (45 minutes):
Talk with table partner over their own theories of teleportation possibility
Split into For and Against groups and break into smaller support
groups
Have students present class argument, one-on-one (one student from
each group comes up to defend their groups argument)
Present P.I.A.B Method and Electron Tunneling seminar, and invoke
conversation during the seminar (informal, allow students to interrupt
during seminar as needed)
The co-teaching strategy used in this lesson was One Teach, One Observe. The
teacher (myself) was tasked with keeping the scientific discussion going and
performing the necessary set-up needed for each pieces of the scaffolded
discussion. Mr. Jacksons responsibility was to observe, and write down
pedagogical notes in regards to:
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o One teach, one assist
o Station teaching
o Parallel teaching
o Supplemental teaching
o Team teaching
Please make certain to select at least one of the co-
teaching strategies.
Anticipatory Set
The hook to grab students attention. These are from Star Trek to allow for visualization of teleportation. This clip from the newer
actions and statements by the teacher to relate the
experiences of the students to the objectives of the
lesson, To put students into a receptive frame of
mind.
To focus student attention on the lesson.
To create an organizing framework for the
ideas, principles, or information that is to
follow (advanced organizers)
An anticipatory set is used any time a different
activity or new concept is to be introduced.
Procedures
(Include a play-by-play account of what students and
teacher will do from the minute they arrive to the
minute they leave your classroom. Indicate the
length of each segment of the lesson. List actual
minutes.)
Indicate whether each is:
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Student behavior (During set-up and actual conversations)
Student participation (vocal and written participation)
Number of individual, personalized questions for each student (no
identical questions)
Number of students that completed the required annotated reading
before the discussion was performed.
These notes were designed to maintain a general trend of enthusiasm of students
to see at which points of the discussion they found to be the most amusing, to
which would hopefully correlate to points of the discussion in which they are
learning the most via multiple learning viewpoints (active, visual, auditory, etc).
One anticipatory set that will be used to hook the students will be a short clip
Star Trek also includes aspects of physics that could provide more points of
argument that students could explore (i.e. gravitational pull, terminal velocity,
phasing through objects, etc). https://www.youtube.com/watch?v=QGNfrNJZin4
Another anticipatory set in this lesson will be the engagement presented by
student interacting in pairs about their own theories on teleportation and writing
down their thoughts about their partners arguments. This allows students to get
into the track of mind that I would like them to be at during the rest of the class
period discussions; although, this allows students to go over their annotation
found during the reading, so that students can compare notes and make sure that
they have all the information they need for their arguments.
Teacher Actions Student Actions
3 minutes: Pair Discussion 3 minutes: Pair Discussion
Get student into pairs (or Pair up with a partner and
threesomes depending on present their scientific
attendance) so that students arguments to each other
can present their arguments to Present their scientific evidence
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-teacher input each other quickly
-modeling Make sure students are writing
-questioning strategies down their thoughts and their
-guided/unguided: partners thoughts on the
-whole-class practice
discussion worksheet.
-group practice
-individual practice Provide targeted questions if
-check for understanding needed to allow pair discussion
-other to continue.
10 minutes: Divided Discussions
Split students into two large
groups For Teleportation and
Against Teleportation (if one
group is immensely small, jump
into help with intergroup
discussion)
Have students split into smaller
support groups (max of 3-4)
so that they can compare notes
before the main class
discussion.
15 minutes: Class Discussion
Allow students to come up one-
by-one to participate in the
argument to prevent
overwhelming amount of loud
conversation.
Use targeting questioning to
keep conversation going, and
provide alternative points of
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either through the reading or
other research they have
provided to their partner.
Write down thoughts of their
partners and any additional
information they think is
necessary to create a better
scientific argument than before.
10 minutes: Divided Discussions
Students decide if they are For
Teleportation or Against
Teleportation and then go the
corresponding group.
Students pick their support
groups and compare
notes/info in regards to their
alike arguments to share during
the class discussion.
15 minutes: Class Discussion
Student comes up one-by-one
to center stage to present an
argument.
Students in support groups
may talk to each other to form
counter arguments, but not
directly to the opposing side.
Students opposing side
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STEPP Lesson Plan Form

view during discussion. questions to further engage the

discussion.

15 minutes: Class Seminar 15 minutes: Class Seminar

Present P.I.A.B Method and
Electron Tunneling powerpoint
Allow for questions and
discussion during presentation.
Demonstrate that, with information in
ppt, teleportation is possible (or be
opposed based on the class).
Take notes on powerpoint and
compare to arguments made in
class discussion
Ask questions regarding the
validity of P.I.A.B Method and
Electron Tunneling
Present counter arguments to
teachers stance on teleportation.

Closure In closure of the lesson, and after the seminar, I will recap on if the learning
Those actions or statements by a teacher that are targets were hit in the session and if they were not. I will discuss with the
designed to bring a lesson presentation to an students if they understood the information they presented, and if they heard
appropriate conclusion. Used to help students bring any particular arguments that were influential to them.
things together in their own minds, to make sense
out of what has just been taught. Any Questions?
As an ending activity, I will present them an exit ticket to get additional
No. OK, lets move on is not closure. Closure is used:
To cue students to the fact that they have
comments on the lesson, so that the lesson can be adapted for further iterations.
arrived at an important point in the lesson or The questions are as follows:
the end of a lesson. Did you like this activity? If so, what did you like about it? What did you
To help organize student learning not like about it?
To help form a coherent picture and to consolidate. If you were the teacher, how would you change this activity?
Do you think you formed a good persuasive argument on teleportation?
Why or why not?
Differentiation For students that are timid or shy, I could allow them to come up with a partner
To modify: If the activity is too advanced for a child, to help present their arguments to the whole class to allow a boost in confidence.
how will you modify it so that they can be successful? This would allow timid, shy students to get the experience of public speaking and
To extend: If the activity is too easy for a child, how maybe doing it in more comfortable conditions.
will you extend it to develop their emerging skills?
For students that need to read their arguments, I could allow students write

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down their arguments to read to the class when up on center stage.

For students that need additional information in regards to their arguments, I can
provide additional resources via physical or online examples demonstrated in
class or on schoology, so that they may additional information to support their
arguments.

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Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize assessment data to justify
your level of achievement)

After performing the lesson and reflecting with my observers, I realize that the lesson
objectives were not entirely met. Due to the free nature of the discussion, the purpose of the
lesson was not clearly demonstrated to the students in a manner that they understood where
they should end up at the end of the lesson; however, it is still prominent to note that students
demonstrated the ability to create and defend reasonable scientific arguments in regards to
teleportation. Since the lesson objectives were to develop and defend scientific arguments with
scientific evidence, it can be inferred that some students met these objectives based on
artifacts found.

2. What changes, omissions, or additions to the lesson would you make if you were to
teach again?

With the feedback from the students on the exit tickets at the end of the discussion, a few
changes would need to be made before this lesson was performed again. First, the preparation
time for the discussion would need to be extended. Based on student feedback, most the
students did not feel like they had sufficient background knowledge and scientific evidence to
create a suitable argument in regards to teleportation. To help all more prep-time, I would
maybe make this a project or paper that they need to write first, and then perform the
discussion. This would allow the students the time to look up enough background info /
evidence to include into their argument, as well as have the opportunity to structure their
argument before presenting to the rest of the class. Second, I would need to change the
structure of the discussion. I performed two different structures of the discussion between all
four Pre-AP Chemistry classes, and it was found that one structure seemed to be more
beneficial than the other. The scaffolding discussion structure seemed to work better than the
team presentation structure that I used in 2nd period Pre-AP Chemistry. The feedback from 2nd
period stated that a lot of them felt bummed that they didnt get to present their arguments
and only asking questions. The scaffolding discussion allowed everyone to speak to multiple
people, and multiple groups. Lastly, I may include additional articles for each student to read.
With the student feedback, some students believed that the article given to them on this run of
the discussion was not enough background information, so it would be beneficial to give more
diverse articles on the topic of teleportation.

3. Would you use the same co-teaching strategy for this lesson if you were to teach it
again? Were there additional co-teaching strategies used during the lesson not
planned for initially? Please explain.

For the dynamics of this activity based lesson, the one teach, one observe strategy turned
out to be beneficial in regards to pedagogical notes were planning trying to accumulate

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during the multiple iterations of the lesson; however, during the first iteration of the lesson,
we did implement the supplemental teaching co-teaching strategy due to the fact that
one group was having difficulty keeping their scientific conversations going. So, while
accumulation his notes, Mr. Jackson spent some time with this group to introduce a few
prompted questions of his own and engaged with the students in conversation until the
momentum of the conservation was pronounced enough to move on to the original
strategy.

4. What do you envision for the next lesson? (Continued practice, reteach content, etc.)

To do this discussion again, I would present my students with a writing prompt in regards to
establishing a stance on the possibility of human teleportation (or teleportation in general). I
would give the students a few weeks to gather evidences, and write a 2-4 page persuasive
argument on teleportation. After they have turned in the paper, the students would use their
papers/evidence that they gathered and bring it to the day of the discussion. The students
would be prompted to write down comments and ideas given by their peers during the
discussion, so that they can create questions/answers to keep the discussion going. The
discussion would be scaffolded form one-on-one discussion with a partner, same-side group
discussion, table versus discussion, and then seminar discussion (where I am the one presenting
the seminar). I feel that this lesson structure will help the objectives be achieved more
efficiently by each student, as well as allow for opportunities to assess students on their writing
and oral skills in a scientific context.

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